Standard 1

Standard: Standard 1. Content and Foundational Knowledge: Physical education candidates demonstrate an understanding of common and specialized content, and scientific and theoretical foundations for the delivery of an effective preK-12 physical education program.

Component: 1.a Describe and apply common content knowledge for teaching preK-12 physical education.

Artifact: Alignment table sample (Above)

Date of obtaining artifact: Fall 2020

Reflection:

The alignment table assignment was intended to teach the teacher candidates how to align outcomes with objectives, tasks, and assessments. The alignment table should be the foundation of a well-rounded unit. It helps teachers conceptualize the order of activities and other elements of pedagogy. For instance, a class of elementary students should first learn the elements of walking before progressing to a jog or a run.

The alignment table relates to the component because it creates an understanding of how to construct a unit that adequately progresses students through each lesson. The alignment table calls for three lessons, with each subsequent lesson building upon the last. Physical education professionals are responsible for vertically and horizontally aligning each task to meet the educational needs of all student.

This particular artifact is important for my development as a teacher because it is a useful tool for creating lessons that are developmentally appropriate for students of all levels. It takes guessing out of the equation by breaking up the content into subcategories such as domain, standard, objectives, assessment and task. The alignment table is something I will continue to use in my career because it is practical and proven to work. Having a tool like the alignment table enables me to keep my lessons focused and orderly.

Standard: Standard 1.b Content and Foundational Knowledge: Physical education candidates demonstrate an understanding of common and specialized content, and scientific and theoretical foundations for the delivery of an effective preK-12 physical education program.

Component: Describe and apply physiological and biomechanics concepts related to skillful movement, physical activity, and fitness for preK-12 students.

Artifact: DAC Chart (Below)

Date of obtaining artifact: Fall 2019

Reflection:

The DAC chart was completed in my instructional strategies course in fall 2019. It was done with the purpose of outlining the differences between extensions, refinements and application. These key terms directly relate to the psychology and biomechanical properties of physical activity because they provide teachers with an idea of where a particular movement can be applied and enhanced. For instance, an extension makes an activity harder or easier. Extensions accommodate students who are struggling with a particular movement/movement concept. On the opposite side of the spectrum, extensions could also help a student who is on the verge of perfecting a skill. A refinement is a way of improving the form of a movement. Remaining aware of the critical elements of a physical activity is imperative when applying extensions and refinements. For example, if a student has a disability in the lower-body, this should be taken into consideration when prescribing a movement that requires significant bending or lifting.

From a psychological standpoint, students are challenged to maintain good form for safety. We look for students to perform under a specific criteria guided by principles of anatomy and biomechanics. The DAC chart can improve a below average student to competent. It can also take a competent student to levels of proficiency. From a biomechanics and psychological standpoint bent knees and straight back address both of these domains. A straight back promotes safety of the spine thus minimizing. Bent knees encourage a better center of gravity allowing for better balance. Protecting these vulnerable areas decreases the chances of significant injury during physical education; so it is important for us a professionals to educate our students. Understanding these concepts are key for proper motor development and safety. Lastly, application is a way of applying a performance-based skill. For example, performing a squat for 10 repetitions. Allowing the proper practice time during an application ensures that students will continue to reflect and therefore improve. 10 is a useful number within a set of reps because it allows adequate practice time without overloading the movement system and causing fatigue. Fatigue has proven to be one of the prime factors that lead to many acute injuries during physical education. On the side of anatomy and physiology, the literature clearly states that children have significantly less sweat glads than teens and young adults. For this reason, it is vital that we monitor the teaching environment, specifically the temperature and students' rate of perceived exertion.

As a teacher, I will use this artifact to further the development of all students. For instance, I'd use the DAC chart to help an already proficient mover to focus on developing further. If I have a student who performs basketball lay ups perfectly with their dominant hand, I may extend the movement by challenging them to use their non-dominant hand. Furthermore, I could challenge said student to refine the movement by focusing on balance and stride length. Lastly, I could apply these skills during a formal assessment. Overall, the DAC chart provides me with three fundamental concepts of teaching physical education that I will take with me throughout my journey as a physical educator.